History Of Western Art. Check paper requirements.

Realism Part 1: what constitutes realism? How have artists in Western Society convinced us that their images look real — that we are looking at a continuation of our own reality or that they artists are modeling their work on nature? What devices, conventions, practices are at work? Go back over the chapters on Classical (Greek and Roman) art and Renaissance art. Share your thoughts about this, based on what you have learned in the book as well as what you have experienced, read about, or even made yourself. You may post pictures as part of your response.

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Modeling and Analysis of A Clinical Documentation Improvement System: Calculating Patient Outcome

Compare the different CDI softwares available now (5 of them). For example, MIDAS, 3M CDI software, EPIC. These should strictly be the software available for data entry and DRG calculation. Discuss all pros and cons of each. Find the loophole needed to justify research and design of a new software that allows indepth entry of a patient’s hospital visit exhaustively. Then discuss about the benefits the new software will have – complete data entry to withstand scrutiny of any kind, ease of access to patient’s record, ease of calculation of length of stay, re-admissions based on same MS DRG, case mix index, reimbursement, revenue impact, availability of record at any time with complete information and no need to access the patient’s physical record again (the CDI entry will tell the whole story on the screen), ease of data analysis and calculation. Do an exhaustive comparison of the existing CDI software models in use. Talk about their evolution over time. PLEASE USE TABLES, GRAPHS, PLOTS, etc to illustrate things and data. Need very high quality writing and VERY scholarly.

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Affordable Care Act – Discussion

THIS IS A DISCUSSION TOPIC.

1. The primary purpose of the Affordable Care Act is to decrease the number of uninsured individuals. At what point should the Government step in to provide individuals with assistance to purchase insurance? Support your statement with 2 or more references.

2. There is currently a shortage of family care physicians. Do you believe primary care providers are less respected than specialists? Support your statement with two or more references.

3. As a healthcare provider, describe how a National Healthcare Program would impact your current work environment. Support your statement with two or more references.

4. If you were asked to distill, down to its most essential parts, the constitutional right to privacy as it applies to abortion, what elements would you include? Support your statement with two or more references.

5. In terms of containing healthcare costs and healthcare quality, do you think healthcare consumers and professional need even more restrictions? Support your statement with two or more references.

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Literary Analysis

Literary Analysis

Why Write a Literary Analysis?
Literature teaches us about the value of conflict. We experience conflict in our personal relationships and in our interactions with society. Literary analysis helps us recognize the conflict at work in literature, which gives us greater insight into the personal conflicts that we face. In addition, learning how to closely read, analyze, and critique a text is beneficial beyond a literature course in that it improves our writing, reading, and critiquing abilities overall.

How to Write a Literary Analysis
It is important to understand that some conflicts in literature might not always be obvious. Considering how an author addresses conflict via literary techniques can reveal other more complex conflicts or different kinds of conflicts that interact in multiple ways. Analyzing those more complicated elements can help you discover what literature represents about the human experience and condition. With this in mind, consider that your thesis might be a claim about how two pieces make similar representations, or it can show two different points of view on a similar issue.

The literary analysis should be organized around your thesis (argument), which is the controlling idea of the entire essay. In the Week Three assignment, you identified two conflicts and created an initial thesis statement in relation to two of the literary works from the List of Literary Works. In this assignment, you will refine that thesis even further and build on your overall argument utilizing the literary techniques below. Reflect on feedback from your Instructor and peers in previous weeks to help you revise your rough draft into a final paper.

For this literary analysis, write a 1250- to 1600-word essay in which you do the following:
Revise/develop the thesis from Week Three based on the feedback you have received. Again, the thesis should focus on the conflict(s) you chose to write about. This thesis should provide deeper insight into the possible meanings surrounding the chosen conflict(s) that you see in the chosen literary texts. Throughout your analysis, you must use at least two primary sources and two sources from the Ashford University Library to support your thesis.
Review and incorporate instructor and classroom feedback on at least one conflict listed in Types of Conflict Found in Literature from two literary works in this course. One of the literary works must be a short story. See the List of Literary Works and Types of Conflict Found in Literature.
Analyze three literary techniques to help define and draw out the conflict(s) chosen.
Explain how the texts utilize the literary techniques below to describe the conflict(s).
Compare and contrast the two texts you chose.
List of Literary Works
For your Literary Analysis, select at least two works from the List of Literary Works that share the same type(s) of conflict(s). Remember, one of them must be a short story. You can either compare two short stories, a short story and a poem, or a short story and a play.

List of Types of Conflicts Found in Literature
In the document Types of Conflicts Found in Literature, you will find a list of possible conflicts to explore in your Literary Analysis. Please note that you must write about one of the conflicts in the list of literary texts provided. To help you better understand each conflict and how it might be apparent, examples from popular culture have been provided. However, please note that your Literary Analysis must not be about popular culture, television, or movies. The examples provided are just that–examples. Please also note that it is possible for a text to have more than one conflict at work. The repeated references to conflicts in The Simpsons provide further context on how multiple conflicts might be present in a single work. Other examples of conflict are also provided.

List of Literary Techniques
In your analysis, address at least three of the literary techniques (as defined in Chapters 2 and 4) listed in the document Literary Techniques, describing their relationships with the conflict(s)–which provide deeper insight into possible meaning(s) found in literature–you are addressing in your paper.

Assignment Requirements
Topic: Your paper must address two of the texts, at least one of the conflicts, and three of the literary techniques as listed in the guidelines.
Length: Your paper must be double spaced and 1250 to 1600 words in length (excluding title and references pages).
Sources: You must utilize at least two primary sources to support your thesis (including the course text) and at least two scholarly sources from the Ashford University Library (at least four sources in total). You may also use other academic sources acquired from other classes that pertain to the literary theme and/or conflict.
Elements of Academic Writing: Please see the Guide to Writing a Compare/Contrast Essay resource, which provides information regarding how to effectively organize this essay.
APA: Your assignment must be formatted according to APA style as outlined in the Ashford Writing Center.
Separate Title Page: Must include a separate title page that lists the following: an original title, your name, date of submission, and the professor’s name.
Separate Reference Page: At the end of your paper, include a separate references page that lists all sources utilized for and cited within your analysis.
Proper Citations: All sources must be properly cited according to APA style as outlined in the Ashford Writing Center, both within the text of your paper and on the references page.

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Academic Statement of Purpose

This essay should address the following: The McCourt School’s MPP program at Georgetown University emphasizes analytical rigor and using sophisticated quantitative tools where appropriate. Why do you think analytical rigor is important for policy analysis? Use gay marriage as a current policy issue to demonstrate your reasoning.

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Organisational Behaviour

Friendly Bank

In recent years, changes in the high street banking sector have been rapid and dramatic. Up until the 1980s, banks operated primarily at their own convenience; opening between 9:30 and 3:30 and often closed for lunch. The local bank manager understood local business needs and had significant discretion in what transactions were approved; their decisions being based as much on intuition, experience and local knowledge as on bank protocols and regulations.

In the 1980s, two significant changes occurred which sent shock waves through the high street banks. First, the development of information technology (IT) changed the role of bank staff by proceduralising many transactions and reducing the numbers of staff needed. Those who were left were expected to take on more of a sales role, selling wider ranges of financial products.

The second change, in part a result of the developments in IT, was the development of phone banking and subsequently on-line banking. Starting with First Direct, phone banking rapidly grew in popularity in the UK market. Call centres, open 24 hours a day, allow people to manage their accounts in a way and at a time that suits them. It is also cost effective for the bank; not having to spend vast sums of money on high street real estate. A call centre can be established on a greenfield site, often with the assistance of government funding. Staff need no prior banking experience, indeed in some cases it is a disadvantage! Instead they need customer service skills and IT skills in order to deal efficiently and effectively with customer queries. This trend has been further exacerbated by the Global Financial Crisis (GFC) of 2007, driving banks to maintain better balance sheets, and to reduce costs further in order to achieve this. It might be argued that jobs in 21st century retail banking are more like shop assistants than traditional banking. The salaries and contracts offered to bank employees often reflect this, with relatively low basic pay, some bonuses available based on team performance and a lot of part time employment.

Friendly Bank
Friendly Bank is the on-line banking arm of Parkers PLC, one of the smaller high street banks. Parkers has, for its century-long existence, prided itself on its reputation for customer service, knowing who the customers were and giving them a sense of security and stability. In Parker’s case, the customers were predominantly white, middle class and wealthy. Its relative smallness had, its Chief Executive Officer (CEO) Hector Brogan felt, given it this distinctiveness – “You know where you are with Parkers” being the current strap line. However, size matters and in the case of Parker’s, the heavy overheads associated with maintaining the high street branch network placed strain on the business. While Hector did not want to cut down on the branch network, this was forced upon him in 2012 when the bank almost went bankrupt and only just fought off a hostile takeover by a major European competitor. Therefore, in 2013 Parkers closed down 60% of its branch network and replaced it with a phone/on-line banking operation, trading on Parkers’ reputation for customer service but with much lower operating costs. It specifically targeted young professional customers with large amounts of disposable income but little spare time. Chris Hackett was headhunted from her Deputy-CEO post at a rival bank to head up the new operation – now named “Friendly Bank”.

Friendly Bank’s headquarters were established on an Industrial Park on the outskirts of Southampton, near Parkers’ existing regional office for the south and west. Investment funds were made available by the local council which offset some initial costs. Given the branch closure programme, Parkers allowed branch staff who were to be made redundant the opportunity to transfer into the customer services operation at the new headquarters. This required quite a lot of training and retraining, although the new jobs required fewer skills than the branch-based work, and accordingly were paid less. Customer service staff are expected both to deal with customer queries and to encourage customers to buy additional services and products that the bank offers, thus generating additional income. This sales component is a key performance indicator – the performance of the customer service teams is evaluated on weekly Sales Against Targets (SAT) figures. Regularly exceeding SAT can generate additional bonuses for the customer service staff, while regularly missing SAT puts people under the threat of disciplinary action.

By the time Friendly’s was launched, with a high profile but restrained media campaign in early 2013, the Southampton HQ employed some 300 customer advisers. Of these, about 60 had previously been employed by Parker’s in some capacity or another. One of these is Sheila Pendeford.

Sheila’s story
Sheila is confused. She had worked at Parkers branch in Fareham for 8 years, three years as a school leaver and latterly for 5 years part time having taken 6 years out to raise two children. Now 32, with two sons aged 10 and 8 she has taken the move to Friendly’s customer service operation rather than be made redundant when the Fareham branch was closed. She thought Friendly’s would give her the chance to get out and make new friends: build herself a career now that both sons were at school. She had really looked forward to the move to Friendly’s.

However, six months after starting at Friendly’s, all is not going as well as she had hoped. Sheila had been made a Team Leader (TL) due to her previous experience in Parkers. She lead a team of 14 – 9 “girls” and 5 “boys” (she always called them that – “makes it seem more like a family” she says). She had struggled a bit with the TL training course she had been sent on to prepare her for the new role. In particular she didn’t really grasp the need to produce weekly Sales Against Targets (SAT) figures: “creates a lot of paperwork for no good reason” it seems to her. She keeps telling Keith, her boss, that as long as the team is busy they must be doing well enough. It’s not as if hitting the target makes that much difference to her salary: she and the team can earn additional quarterly bonuses if they regularly exceed their SAT figures, but Sheila is happy enough with her current pay. The team doesn’t seem too bothered about targets either, except for Carl Evans, her Assistant Team Leader (ATL), who is just a workaholic and not, in Sheila’s opinion, a “team player”. He keeps pressuring the team to exceed SAT and had developed his own smaller team of “Satbusters” (as they called themselves) who really tried hard to exceed their targets and earn the extra income. This felt wrong to Sheila; “banks are about customers” she thought, and people should be able to get on with each other, not compete all the time.

Sheila wants people to like her. She frequently offers to help out other TL’s and customer advisors, although they don’t ask her as often as they might. Sheila suspects she might intimidate them a bit because of her experience at Fareham. If giving others help and advice means that she is occasionally taken away from her immediate team, her girls and boys can manage – if necessary they can always ask Paul. Paul is always willing to help, unlike Carl. Paul is a good “people person” and a “team player” – he talks to others in the office and always knows what is going on. He reminds her of her older son Andy.

The reason for Sheila’s confusion is that she has just had a meeting with Keith Elliot, the Customer Service Manager and the immediate boss of all 8 day-shift TL’s. He offered her some additional training, which she thought was a good sign, until it turned out she was being offered the TL course she had already completed – surely Keith should have realised this! Something to do with a SAT refresher he had said, focusing more on developing an effective team, but she didn’t understand why. Targets weren’t that important and the team seemed to manage pretty much by itself, helped by Paul of course.
Paul’s Story
Paul Harrington is a recent addition to Sheila’s team, a replacement for Jennie, one of the “Satbusters” who had become so fed up with Sheila’s lack of drive that she had asked for a transfer. Other team members had simply lost patience with Sheila’s patronising attitude and with management’s unwillingness to do anything about it – Sheila’s team has the highest level of turnover and the lowest level of bonus payments of the 8 day-shift teams. Paul was a Business graduate from Southampton University. He had started out working for Friendly’s to pay for his course and had taken the job permanently on graduation. He hopes to be accepted onto Parker’s fast track management development programme soon. He had not wanted to be part of Sheila’s team and suspects he was put in Sheila’s team as a punishment for criticising Keith Elliot while still a student. Paul had seen how Sheila operated at first hand and he thought she was incompetent. He also suspects she fancies him (but then Paul thinks everyone fancies him). However, everyone thought Sheila was incompetent. Most of the office had at some time been on the receiving end of Sheila’s “help” which invariably made things worse, so now they try to ignore her. Paul believes his best bet is to put up with her for now. When she is finally shown to be incompetent, he will step in as the natural replacement and from there it is only one small step to being a fast tracker. Carl would never be TL, he never looked beyond working the phones, never saw the big opportunities within Financial Services.

Paul knows he holds Sheila’s team together, and, more importantly, Keith knows this as well. It was Paul who had pointed out to Keith that not only was Sheila’s team not making its SATs (as Keith knew all too well), but that in fact it was Sheila who was directly responsible for the failure. She did not encourage the team, she was frequently away from their area of the open plan office in which all the customer advisers worked and she seemed entirely uninterested in targets. That, he thought, would change when he was put in charge.

Carl’s story
Carl Evans, Sheila’s ATL, is starting to feel disillusioned at Friendly’s. OK, so Sheila could be a bit of a pain at times but her heart is in the right place and he wouldn’t want her job for the world. Carl thinks Paul is a schemer, a gossip, not to be trusted and not all that bright. Carl does however have a problem with Sheila’s attitudes to the SATs. The average customer adviser earned a basic salary of about £16,000 a year, but this could rise by up to £1500 if the team as a whole exceeded their SATs. TLs made a basic of £19,000 plus a small commission on the sales made by their team members. Carl earns an additional £1,000 on his basic customer adviser salary as an ATL. Carl suspects that Sheila is not that bothered about cash. Carl however is about to marry Fiona and needs as much as he can earn to furnish the house he and Fiona are in the process of buying (with a cheap mortgage from Friendly’s of course).

Carl can see that some people would find the customer adviser job pretty dull. Most of the calls are routine and don’t require any real thinking about – “take the details, enter them into the computer, it makes a decision or processes the transaction and on to the next call”. Carl however likes talking to people and takes a genuine interest in their situation. He gets a real buzz out of identifying a genuine sales opportunity, not just selling a product for the sake of it but actually selling something the customer needs. He feels that if only Sheila and Paul would sort themselves out, he would really enjoy his job. He misses his Satbuster friends – they had all joined at the same time and had been the top team for a while. But then Sheila had come and when Jennie finally lost patience, Paul’s arrival had driven most of them out with his comments and “sucking up” to any manager he could find. Given Sheila’s indifference to the SATs, Carl knows there is no real point working too hard because her team never get bonuses. Carl however continues to try his hardest, often covering for both Sheila while she is off gossiping with some of the other “long stays”, and Paul who is always looking for mischief. “If Paul put as much energy into his work as he does into stirring up trouble” Carl thought, “this team would make more money than the whole of the rest of the office combined”.

Keith’s story
Keith is starting to avoid Sheila’s team. He has enough on his plate as it is. To start with, the customer advisers as a whole are not very happy. Early in Friendly’s existence, they had effectively split into two groups, locally known as the Long Stays and the Short Stays. The Long Stays were the staff who, like Sheila, had transferred to Friendly’s from Parkers. The Short Stays were the new recruits like Paul and Carl. Long Stays tend to be a little older than Short Stays who are mainly recent graduates or school leavers. Long Stays also have a habit of going on about “what it was like at Parkers” which they refer to as the “proper bank”. “What does that make Friendly’s for goodness sake” Keith thought, “an improper bank?” Keith also suspects they don’t really understand that Friendly’s is a business, designed to make money with relatively low overheads. That was why the bonus system was in place – to encourage people to work harder and to develop a little healthy competition between the teams. Long Stays just don’t seem to realise this. They also seem to spend more time talking to each other than working in their teams.

If the Long Stays were a worry, the Short Stays were hardly any better. They had started out keen and enthusiastic, as only people new to making money can be. However you had to be very accurate with the work – one slip could cost the bank a lot of money, and recent scandals with Payment Protection Insurance had made the industry very wary about mis-selling inappropriate products. Unfortunately, Keith felt, young people could be either friendly and chatty or careful and precise, but not both at once. If they chat they make mistakes, if they don’t chat they don’t make sales. A worrying number of customer complaints were coming in about errors in accounts, and sales (and therefore profits) had not been great either. Keith was all too aware that Chris Hackett knew about this. Chris was Keith’s immediate boss and only one step away from Hector himself! She was not known for her tolerance and understanding – she was referred to around the banking world as Chris Hatchet. (Keith suspected she knew about this and was secretly pleased.)

Despite the promises that Friendly’s would be a great place to work, the customer advisers knew that the work was not particularly stimulating. To compensate, they had started playing games. Some of these Keith could positively endorse – competing with each other to make more sales or trying to redesign the systems to make them more efficient. Some games Keith could tolerate – trying to get through the most customers in the quickest time or playing tricks on each other. Other games however were causing him problems – picking on Sheila for example. Staff turnover was becoming a problem and Keith knew that Chris was concerned about this too.

Paul and Sheila were perhaps the best examples of the worst the two groups in the office had to offer: Sheila was behaving like her job was either a public service or a hobby, or both. Paul was a backstabbing and arrogant, ambitious only up to the point at which he had to do something. If Keith had his way he would sack both of them and put Carl in charge.

Things had recently come to a head with Paul complaining about Sheila behind her back. Keith had to agree with Paul’s complaint, but she hadn’t actually done anything wrong. Rather than confront her and risk a scene which stood a good chance of alienating all the Long Stays, he thought instead he would suggest she retrain for her job. He hoped she would take this as an insult and would resign, thus avoiding him actually having to do anything. However, the meeting had not gone according to plan. Sheila just didn’t seem to understand that she was not wanted, either by him, her team, or as he saw it, most of the rest of the office. Even the Long Stays were getting fed up with her constant interfering.

Hector Brogan has recognised that all is not well at Friendly’s. He wants an “inside view” on what it is like on a day to day basis to work in the bank and has asked you to “shadow” Keith Elliot as he goes about his job. In the course of the week, you have observed most of the events outlined above and as a result have identified a number of problem areas which you think Hector should address. These include:

1. that the different groups in Friendly bank are not working well together and in the overall interests of the bank (i.e. an organisational design/organisational culture problem)

2. that the teams are not working as teams (i.e. a teamworking problem)

3. that different members of staff seem to want quite different things out of their jobs (i.e. a motivation/individual differences problem)

4. As a result of the above, relations between individuals and groups are becoming increasingly tense, leading to informal power games, absenteeism and poor performance (i.e. a stress / power problem)

5. That team leaders and their supervisors are not taking appropriate action to rectify some of the problems which are apparent in the bank (i.e. a leadership/decision making problem)

Hector has asked you to produce a paper for him explaining in more detail what you mean by these points.

Task
Write an essay of 1500 words maximum addressing the problems at Friendly Bank, drawing on TWO of the topics covered on the module. You must use appropriate theory to explain your analysis, and give clear examples from the case study to illustrate your observations. You should also make suggestions (based on theory and observation) about what could be done to resolve the problems you have decided to address.

Criteria
1 Introduction – do you identify clearly the issues to be discussed and the structure and content of the essay.
2 Structure, layout and organisation of material – is the structure logical, is the work clearly laid out and well organised?
3 Content and analysis – do you discuss the problems at Friendly’s using appropriate theory? Do you show evidence of wider reading around the theoretical issues?
4 Conclusions and recommendations – Are your conclusions clear, and are any recommendations realistic?
5 Do you draw the whole piece of work together in summary at the end?
6 Referencing – do you make correct use of quotations and references? Do you present references accurately in a reference list at the end of your essay?

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Relationship of “Guerrilla Girls masks” as a disobedient object to the protest or social movement it stems from.

The originally question was ” Pick one ‘disobedient object’ and write a 2,000 word essay about its relationship to the protest or social movement it stems from. ” I picked a Guerrilla Girls Masks as a disobedient object. Question is based on V&A disobedient object museum trip in London.

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Statement of Purpose (SOP)

One of the required pieces of your application is the Statement of Purpose (SOP). The SOP is a 3-5 page double spaced sample of your writing abilities. It will be reviewed by the admissions committee. As the name signifies, the SOP is your personal statement of who you are and your intent applying to a Masters program. This is the only item that gives us your story from your perspective. It tells the faculty why the Social Work program is a match to further your educational and goals. Below are some topics to cover in this document and tips to ensure quality.

Things to cover

• The faculty wants to know about you. Where do you work now? What are your career goals? Why do you want to be a Master’s level taught Social Worker?
To help the veteran community and their families, use my information to gather this.Also to move into a career that I feel that matters . to have a work life balance.

• What are you currently doing to reach your professional goals? Reflect on your life experience and explain what has led you to this point.
Use my information to gather this.US Army, being homeless, getting my AA degree, getting my BA degree.

• Who is the specific population that you desire to impact (specialization)? Tell us about your community and how you can impact it as a Masters level taught Social Worker.
Use the Military Veteran community.
• Tell the faculty the story behind your passion for Social Work. What is your driving force to succeed?
Use the fact, that I was in the US Army, 1998 to 2007, got out became a homeless veteran right away, living out of my 2000 honda accord, for almost 2 years and a Veteran Social Worker at a Department of Veterans hospital helped me to get on my feet, got me into college, saw the potential in me. So I want to give back and help my fellow veterans.
• Research our school, Simmons College. We are the oldest clinical social work program in the United States and have top of the line faculty members. Check out their biographies and see if you can pinpoint someone who you could potentially see as a mentor because either their experiences and/or goals align with yours.
USE Nora Rushford, LICSW PDF file to gather information along with my information.

Quality Tips

• Please check your work for grammar and spelling. Read it aloud. Have a colleague or friend read your work. It is always great to have a second set of eyes for review.

• Understand the term social justice and your role in the community as a social worker.

• Be clear, concise and direct in your delivery. Make sure that you’re only speaking to the Social Work career path.
• Do not overstate personal information. Be able to maintain relevance to the application and the goal that you are seeking. Keep it professional.

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MANAGEMENT a report not exceeding 1500 words on a contemporary management issue of your choice

Your report will comprise the following sections:
1) Identify a contemporary management issue – this will require you to use evidence (for example from news media) of a current issue that affects managers (for example changes in legislation, public policy, social attitudes or the state of the economy). This should draw upon ideas from across the module.
2) Show how organisations/managers are responding to the issue. Again this requires you to use evidence and to incorporate knowledge and theory from the module to support your analysis.
3) Discuss which management skills should be used if managers are to respond to this issue well.
4) A report not exceeding 1500 words on a contemporary management issue of your choice

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welfare and unemployment policies

Select a policy issue that is in the middle of these cross-currents between national, state, and local authority. It must be a policy area other than education (the focus of Discussion One in Week Two). Some examples include: federal health care policy (e.g., Obamacare, Medicaid–not Medicare); federal transportation policy (e.g., federal transportation subsidies); federal highway policy (e.g., federal rules about the minimum drinking age, speed limits, or safety); federal urban planning and renewal policy; federal poverty, welfare and unemployment policies; national security policies that intersect/conflict with local police power; and federal disaster planning and relief. These are only examples. The policy area that you select must have a significant federalism component that requires national, state, and local interaction. It should also involve issues with a strong potential for tension or conflict among different levels of government.

Research and write an essay on a specific policy in the area that you select. (Note: The word “policy” is used interchangeably with the word “program.”) Your essay must:
Clearly identify a specific federal policy (the policy must raise issues of federalism because it requires national, state, and local interaction and invites tension across different levels of government), and summarize the elements of the policy, including the problem it is supposed to solve or improve.
Summarize the history of the policy. In your summary, explain how the policy raises issues of federalism.
Analyze the main pros and cons in debates about the policy.
Evaluate the pros and cons from two perspectives:
The policy’s effectiveness. In your evaluation, clearly explain your definition of effectiveness and how it should be measured or determined.
The policy’s consistency with the constitutional framework of federalism. In your evaluation, clearly explain your interpretation of American federalism’s constitutional framework and why the federal policy is or is not consistent with it.
Follow these requirements when writing the short essay:
The body of the essay (excluding the title page and reference page) must be at least 750 words long.
The essay must start with a short introductory paragraph which includes a clear thesis statement. The thesis statement must tell readers what the essay will demonstrate.
The essay must end with a short paragraph which includes a conclusion. The conclusion and thesis must be consistent.
The essay must logically develop the thesis in a way that leads to the conclusion, and must be supported by facts, fully explained concepts or assertions, and persuasive reasoning.
The essay must address all subtopics outlined above. At least 20% of the essay must focus on subtopic six, listed above (your evaluation of the various pros and cons about the policy).
Your essay must cite at least one academic article found in the Ashford Online Library and at least three other kinds of sources (e.g., Supreme Court opinions, magazine or newspaper articles, the course textbook, and reliable websites).
Use your own words. While brief quotes from sources may be used, altogether the total amount of quoted text must be less than five percent of the body of your essay.
When you use someone else’s words, they must be enclosed in quotation marks followed by an APA in-text short citation (author, year, and page) to your source. The in-text citation must correspond to a full APA citation for the source on the reference page at the end of the essay.
When you express someone else’s ideas, arguments, or facts in your own words, your statement must be followed by an APA in-text short citation (author, year, and page) to your source. The in-text citation must correspond to a full APA citation for the source in the reference page.
The form of the title page, the body pages, and the reference page must comply with APA style. Additionally, the title page must include the course number and name, the instructor’s name, and the date submitted.
The essay must use logical paragraph and sentence transitions, complete and clear sentences, and correct grammar, spelling, and punctuation.

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